K-12 Educational Technology Standards Prepared by Georgia Talbert, Technology Standards Program Manager Educational Technology Office Dennis Small, Educational Technology Director Office Superintendent Public Instruction Dr. Terry Bergeson Superintendent Public Instruction Catherine Davidson, Ed. D. Chief Staff Dr. Corrine McGuigan Assistant Superintendent, Research and Educator Development December 2008
Washington State K-12 Essential Academic Requirements & Grade Level Expectations for Educational Technology Table Contents Education Reform in Washington... 1 Legislative Directive... 2 Preparing Washington Students for Tomorrow... 3 About Technology Integration... 4 Meeting the Needs All Students... 5 Educational Technology Essential Academic Requirements (EALRs) with Components... 7 Understanding Grade Level Expectations... 8 Understanding the Examples in EALR 1 Integration... 9 GRADES K 2... 10 GRADES 3 5... 24 GRADES 6 8... 38 GRADES 9-12... 54 Glossary... 70 References... 75 Appendix A Acknowledgements... A-1 Educational Technology Standards Development Team... A-1 Technology Integration Teams... A-2 Curriculum Advisory and Review Committee... A-5 Bias and Fairness Review Committee... A-5 Educational Technology Advisory Committee and Working Group Reviewers... A-6 Expert Reviewer... A-6 Appendix B Essential Conditions for Technology Integration... B-1
Education Reform in Washington In 1993, Washington State Legislature established the commitment that all children would achieve at high levels. The Basic Education Act 1993 established four common learning goals for all Washington students, designed to create high-quality academic standards and raise student achievement. The four learning goals provided the foundation for the development content standards, called Essential Academic Requirements (EALRs), for reading, writing, communication, mathematics, science, social studies, health and fitness, the arts, and in 2007, educational technology. The EALRs articulate clear, high expectations for what students should know and be able to do. Washington State Goals provide students with the opportunity to become responsible and respectful global citizens, to contribute to their own economic wellbeing and that their families and communities, to explore and understand different perspectives and to enjoy productive and satisfying lives. Basic Education Act Goal (1993, updated 2007) 1. Read with comprehension, write effectively, and communicate successfully in a variety ways and settings and with a variety audiences. 2. Know and apply the core concepts and principles mathematics; social, physical and life sciences; civics and history including different cultures and participation in representative government; geography; arts; and health and fitness. 3. Think analytically, logically, and creatively, and to integrate different experiences and knowledge to form reasoned judgments and solve problems. 4. Understand the importance work and how performance, effort and decisions directly affect future career and educational opportunities. The Educational Technology standards are categorized around two EALRs. EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. 1
Legislative Directive OSPI shall develop essential academic learning requirements (EALRs) and grade level expectations (GLEs) for educational technology literacy and technology fluency Aware the pressing need for technology skills among high school graduates headed for higher education, career training or the job market, the 2007 Washington State Legislature directed the Office Superintendent Public Instruction to develop a new set academic standards. Lawmakers called for Essential Academic Requirements (EALRs) and Grade Level Expectations (GLEs) that describe what K-12 students must know and be able to do with technology. They framed these new priciencies within a definition basic literacy and its next level skill development, technological fluency. Technology Literacy is the ability to responsibly, creatively and effectively use appropriate technology to: Communicate. Access, collect, manage, integrate and evaluate information. Solve problems and create solutions Build and share knowledge. Improve and enhance learning in all subject areas and experiences. Technology Fluency is demonstrated when students: Apply technology to real-world experiences. Adapt to changing technologies. Modify current and create new technologies. Personalize technology to meet personal needs, interests and learning style. Legislative Directive 2SHB 1906, Section 16 (1) Within funds specifically appropriated, by December 1, 2008, the SPI shall develop essential academic learning requirements (EALRs) and grade level expectations (GLEs) for educational technology literacy and technology fluency that identify the knowledge and skills that all public school students need to know and be able to do in the areas technology and technology literacy and fluency. The development process shall include a review current standards that have been developed or are used by other states and national and international technology associations. To the maximum extent possible, the superintendent shall integrate goal four and the knowledge and skill areas in the other goals in the technology essential academic learning requirements. 2
Preparing Washington Students for Tomorrow The Washington State Educational Technology Standards were developed by a team educators from across the state. Two ambitious goals framed the research and development work that led to these innovative and practical standards: Integrate technology across core curricula, and provide realistic examples adaptable to available digital equipment. Determine what students should know and be able to do in a digital world. The development team conducted an extensive survey digital resources for teaching and learning, past and current research, industry standards and best practices from other states, to guide their approach and the construction Washington s technology standards. Special acknowledgement must be made to the International Society for Technology in Education (ISTE) and the Partnership for 21st Century Skills, two leading organizations whose collective work on technology standards was a rich source information and knowledge. ISTE s 2007 National Educational Technology Standards for Students were the foundation the development team s work. Three main themes emerged in the research: 1. Integrated into teaching, learning and assessment, technology creates a new relevancy to the learning environment in which students, teachers and experts engage new ideas, communicate and work together. 2. With pressional development tuned to technology integration, teachers design engaging and imaginative learning experiences that meet academic standards across the core content areas. 3. For high school graduates, the ability to use and adapt technology has direct application within higher education and the work environment. Global Is the New Local High school graduates can expect a new brand globalized opportunity unbound by borders, enriched by the fusion One cannot foresee the world in industry and culture available to those who know how which the child we educate will live. to investigate, solve problems, collaborate, create and John Dewey innovate. These skills help students make the connection between what they learn and what they do in the digital dimensions a 21st century world. If graduates are to act confidently on post-secondary opportunities, their success may well depend on a holistic skill set founded on strong academics that includes technological priciency coupled to the creative, analytical and adaptive abilities described in Washington s technology standards. The development team envisions a 21st century educational environment in which educators and students engage in dynamic and creative learning communities that promote life-long learning. In this environment, all students are prepared to succeed in a competitive world, and graduate ready for their next challenge. 3
About Technology Integration Technology integration is the use technology resources computers, digital cameras, CD-ROMs, stware applications, the Internet, handheld devices, etc. to support teaching and learning across all subject areas and grade levels. Integrated into the classroom, technology becomes a multi-modal way to extend learning. It provides a medium that unpacks the world and opens new channels through which students show what they know and can do. Also, technology can introduce different perspectives on life and culture through the immediacy videoconferences, email dialogue and interactive webinars. Conversation among learners and experts anywhere enriches learning and provides insight into the creative tangents that lead to expert knowledge. These learning experiences achieve relevancy, as the struggles, limits and potentials problem-solving in the real world move theory into practice for young learners. Technology should be seen as a natural extension and necessary part the lesson to support learning in all other subject areas. Educational Technology Standards Development Team, January, 2008 Technology integration is achieved when: It is a seamless part the learning process. The use technology is routine and transparent. Technology is accessible and readily available for the task at hand. Technology tools support curricular goals and state standards. It helps students reach their learning goals. Educators have reported that integrating technology effectively has three positive potentials for the learner: 1. Technology motivates students to delve deeper into a subject area. 2. Technology has an inexhaustible flexibility mechanically and creatively. Students create, manipulate and individualize their learning artifacts. 3. Technology increases teachers ability to meet the individual needs all learners. 4
Meeting the Needs All Students Culturally Responsive Teaching Student diversity in the classroom is bringing a greater richness to the American educational setting. Changing demographics, social and economic trends have important implications for education in the 21st century. This culturally and linguistically diverse student population opens new opportunities for greater inclusion and equity. However, uneven access to technology (the digital divide) can hinder success. Honoring All Cultures Many areas throughout Washington have seen a tremendous growth in immigration and a corresponding increase in diversity. Technology provides a venue that makes honoring and learning about all cultures easier to do within the confines a classroom. Differentiating Instruction with Technology Teachers must find the instructional balance point between those students who come to school academically and technologically ready to learn, and those who struggle to understand each lesson or have only limited access to technology in daily life. Technology increases the opportunities for teachers to create differentiated content, to address students with different learning styles. One the great strengths technology integration lies in its power to create a variety instructional approaches over the one-size-fits-all lesson plan. Addressing Special Needs There is no doubt that technology continues to change the lives students with special needs. High on the list the benefits assistive and adaptive technologies are greater independence and productivity, and expanded opportunities for social inclusion. New and emerging technologies have the power to connect and engage special needs students with 21st century teaching and learning. 5
Equity, Access and the Essential Conditions A quality education means every child with no exceptions has access to a technology-rich, 21st century skills-based learning environment. Although 99%+ Washington State classrooms have at least one computer connected to the Internet and many classrooms can take advantage an LCD projector or document camera, concentration, access and equipment condition varies greatly. Researchers and educators investigating the many dimensions technology in education have identified essential conditions (see Appendix B) that optimize the likelihood that technology integration will make a positive contribution to teaching and learning. Three these conditions are critical if schools are to integrate these technology standards successfully: Equalized access for every classroom to a high-speed Internet connection, up-to-date computers and a variety digital teaching and learning technologies. Pressional development that promotes learner-centered instruction and technology integration. Sustainable and sufficient funding to keep the infrastructure network and classroom technologies current and reliable. 6
Educational Technology Essential Academic Requirements (EALRs) with Components Document Organization The educational technology standards are organized to map the learning priciency sequence from kindergarten through 12th grade. Educators can see how a learning expectation differs from grade to grade across grade spans K-2, 3-5, 6-8, and 9-12. If learning is an act exploration then technology equips the explorer for the journey a lifetime. John Maschuk An empty, shaded box in an early grade or grades indicates that priciency is not yet expected. A shaded box in an upper grade or grades indicates that priciency was expected at an earlier grade and the knowledge and skills should be maintained. EALR 1 Integration Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Components 1.1: Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. 1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. 1.3: Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources. EALR 2 Digital Citizenship Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Components 2.1: Practice Safety: Practice safe, legal and ethical behavior in the use information and technology. 2.2: Operate Systems: Understand technology systems and use hardware and networks to support learning. 2.3: Select and Use Applications: Use productivity tools and common applications effectively and constructively. 2.4: Adapt to Change (Technology Fluency): Transfer current knowledge to new and emerging technologies. (Grades 6-12 only) 7
Understanding Grade Level Expectations Required: An Essential Academic Requirement (EALR) is a broad statement the learning that applies to Grades K 12. The Component is a statement that further defines and provides more specific information about the EALR. There is at least one component for each EALR. The Grade Level Expectation (GLE) is a statement containing the essential content or process to be learned and the cognitive demand required to learn it. A revision Bloom s Taxonomy was used to categorize the cognitive demand required the student. Each GLE includes evidence learning statements, which are considered essential to the GLE. The GLE Numbering System identifies the EALR, the component and the GLE, in that order. In the example at right, the number 2 indicates the EALR, the number 2.1 indicates the component and the number2.1.2 indicates the GLE. Note: Grade levels are not referenced in the numbering system. The is a bulleted list ways students can demonstrate learning considered essential to the GLE. Educators are encouraged to identify additional ways in which the student can show priciency as the educational technology GLEs are integrated across the curriculum. EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1: Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE Grade 6 2.1.2 Examples Practice ethical and respectful behavior. Comply with district Acceptable Use Policy (AUP). Practice ethical and appropriate use all media and comply with copyright law. Participate and engage with the global community within expected norms behavior and positive interaction. Recognize, report and counteract cyberbullying. Recognize different types illegal and unethical technology use. Identify and cite Creative Commons images in online presentations. Cite all sources properly. Suggested: The Examples provide specific illustrations the learning. However, these examples are not exhaustive, and educators are encouraged to find multiple ways by which learners can demonstrate what they know. Note: Examples in EALR 2 Digital Citizenship do not have suggested subject areas or Basic/21st Century examples as those in EALR 1 Integration (see next page). 8
Understanding the Examples in EALR 1 Integration There are two types examples given at each grade level in EALR 1 Integration: Basic Level. 21st Century Environment. Basic Level Basic Level Annual inventory data indicates that 99%+ classrooms, statewide, have at least one computer connected to the Internet; many classrooms have access to an LCD projector or a document camera. Given this level technology presence, all educators can reasonably use the examples, or their equivalent, at the Basic Level. 21st Century Environment For schools that have moved beyond the Basic Level, the 21st Century Environment examples are intended to provide achievable outcomes using available technological tools. The long-term goal is to move all classroom instruction to 21st century learning environments with ongoing pressional development. Subject Area References In the Integration EALR, examples also include a suggested subject area or areas into Brainstorm writing topics using a computer or document camera and projector. R,W, M, Sc, SS 21st Century Environment Create a digital diagram how volcanoes erupt. Sc Select exemplary work to store in an electronic portfolio. R, W, M, Sc, SS Use presentation stware to present original stories about classroom topics. R, W, M, Sc, SS which the technology standards could be integrated (R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages). OSPI anticipates that each one these will be linked on the OSPI website to a high quality, standards-based lesson aligned to specific Grade Level Expectations or Performance Expectations for that subject area. All examples will be updated regularly as technology changes. Access the latest version the technology standards on the Grade Level Resources website at https://eds.ospi.k12.wa.us/ealrs/ 9
GRADES K 2 EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE K 1 2 1.1.1 Generate ideas and create original works for personal and group expression using a variety digital tools. Organize ideas and produce digital products with assistance. Basic Level Create a picture in a digital drawing program. R, W Brainstorm ideas for a project using stware. R, W Create a class graph or survey about student interests. M 21st Century Environment Use drawing tools to illustrate pages in a digital ABC book. R, W, A Sort and classify various items using a document camera or an interactive whiteboard as a class. R, W, M Illustrate and communicate original ideas and stories on various topics using digital tools. R, W Record ideas as a class for animal habitats using a graphic organizer. W, Sc Share an answer to a math problem using an interactive whiteboard or tablet. M Record the lifecycle a butterfly using an online graphic organizer with digital images. Sc Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 10
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE K 1 2 1.1.2 Use models and simulations to explore systems, identify trends and forecast possibilities. Use interactive resources to practice skills, explore new concepts and describe patterns. Basic Level Use templates to explore and identify patterns as a class. M Predict weather patterns using a template. Sc 21st Century Environment Explore various websites with pictures animals, foods and colors to reinforce vocabulary as a class. R Participate in creating a class digital presentation to display different reading word families. R, W Use digital simulations to explore and depict patterns growth such as the life cycles plants. Sc Create surveys, collect data and use graphing templates to share results. M Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 11
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE K 1 2 1.2.1 Communicate and collaborate to learn with others. Participate in online projects as a class. Work with others using technology tools to convey ideas or illustrate simple concepts. Basic Level Share and discuss learning using a document camera or computer with LCD projector. R, W, M Choose digital pictures with a partner to incorporate into a classroom project. R, W, Sc, A Share information from the author s website as part a book report. R, W 21st Century Environment Draw a picture story with a partner using an age appropriate stware program. R Draw pictures animals and post to classroom web page to share with others. W, A Create a multimedia project to share learning about a particular animal. R, W, Sc Collaborate with partner to create an animal habitat using drawing stware. Sc Record the list books read by class using a spreadsheet and post to classroom web page. R Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 12
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE K 1 2 1.2.2 Develop cultural understanding and global awareness by engaging with learners many cultures. Learn about many cultures through digital images and stories from around the world. Basic Level Watch videos cultural events and listen to music many cultures. SS, A Watch videos cultural events, listen to music many cultures and experience an online virtual tour. SS, A 21st Century Environment Collaborate as a small group to create a community map using digital tools. SS Participate in an information exchange with students from another area the United States. R, W, M, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 13
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE K 1 2 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry. Build background knowledge and generate questions by using digital content. Record questions using digital tools with assistance. Basic Level Generate questions after viewing a video as a class. R Visit a website about a subject and generate questions with a partner or a small group. R, W Generate questions individually after viewing a videotape or DVD. R, W, M, Sc 21st Century Environment Record questions for a digital KWL chart as a class. R, M Record questions for a digital KWL chart with a partner or group. R, W, M Generate questions individually for a digital KWL chart. R, W, M, Sc Investigate a topic and generate questions using a variety online tools. R, W, M, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 14
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE K 1 2 1.3.2 Locate and organize information from a variety sources and media. Gather information using teacher-selected digital resources. Organize information using a table, digital template or online tool with assistance. Basic Level Gather information about animals as a class using websites. R, W, Sc Gather information about animals as a class using websites, videos, CDs and other digital media. R, W, Sc Gather and begin to understand the need to cite information from websites. R, W, M 21st Century Environment Use a table to organize information as a class using a presentation tool such as an interactive whiteboard or document camera. R, W, M, Sc, SS Use a digital organizer as a class. R, W, M, Sc, SS Choose relevant websites from a collection online resources selected by the teacher. R, W, M Use a digital template with a partner to organize information. R, W, M, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 15
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE K 1 2 1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results. Analyze and evaluate results, discuss and identify the solution(s). Share learning and results through a multimedia product. Basic Level Use pre-designed templates to explore and depict patterns as a class. M Create surveys, collect data and use a spreadsheet to share results as a class. R, W, M 21st Century Environment Create surveys, collect data and share results using a graphing template. R, W, M, Sc Share information and pictures student projects on a teacher web page. R, W, M Share findings about a specific area research using presentation stware as a class. R, W, M, Sc Share information and pictures student projects on a teacher web page. R, W, M Share findings about a specific area research using presentation stware. R, W, M, Sc, SS Share research about a specific animal using presentation stware. Sc Use a presentation template to share results specific topic with a partner. R, W, M, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 16
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE K 1 2 1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions. Share different ways to solve problems. Basic Level Explain solutions in mathematics using a document camera or computer with LCD projector. M Discuss alternative solutions to mathematics problems while sharing work using a document camera or computer with LCD projector. M 21st Century Environment Compare two different math online programs, select favorite and explain why. M Use word art from a word processing program to type spelling words. R Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 17
EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE K 1 2 2.1.1 Practice personal safety. Practice the safe, responsible sharing information online. Keep passwords private. Recognize potential online dangers. Examples Participate in classroom safety discussions that reference online safety. Discuss danger in using personal name, address, phone number or picture online. Recognize danger in using personal name, address, phone number or picture online. 18
EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE K 1 2 2.1.2 Practice ethical and respectful behavior. Comply with district Acceptable Use Policy (AUP). Demonstrate respect for the digital work others. Demonstrate respect for opinions others posted online. Examples Use classroom technologies carefully and correctly. Use classroom technologies carefully and correctly. Identify the differences between correct and incorrect use classroom technologies. 19
EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.2 Operate Systems Understand technology systems and use hardware and networks to support learning. GLE K 1 2 2.2.1 Develop skills to use technology effectively. Use correct vocabulary to describe digital technologies. Meet keyboarding priciency standards for grade level. Open, save and print files. Use left and right hand side keyboard, thumb on spacebar. Use left and right hand side keyboard, thumb on spacebar and little finger on the enter key. Demonstrate correct posture while using the keyboard. Demonstrate ability to save and retrieve a file to and from a specified folder with assistance. Demonstrate correct home row on the keyboard. Use district program or age appropriate online keyboarding programs. Demonstrate correct posture while using the keyboard. Demonstrate ability to save and retrieve a file to and from a specified folder. 20
EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.2 Operate Systems Understand technology systems and use hardware and networks to support learning. GLE K 1 2 2.2.2 Use a variety hardware to support learning. Use digital equipment* effectively. Identify and solve common problems related to digital equipment. Use digital equipment to share work with class. Use digital equipment to capture an image. Use digital equipment to capture sound. Check that monitor is turned on. Verify that computer is turned on. * Digital equipment can include digital and document cameras, microphones, computers, various handheld devices, assistive technologies, scanners, classroom response systems, microscopes, pedometers, interactive whiteboards, GPS, etc. 21
EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.3 Select and Use Applications Use productivity tools and common applications effectively and constructively. GLE K 1 2 2.3.1 Select and use common applications. Use classroom stware to reinforce skills in reading and mathematics. Use basic navigation skills that increase in complexity across grade levels. Communicate learning in reading and writing with beginning level features a word processing or publishing program. Open and close applications. Use clip art to illustrate a story. Open and close applications and print documents. Create a digital image to illustrate a story. 22
EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.3 Select and Use Applications Use productivity tools and common applications effectively and constructively. GLE K 1 2 2.3.2 Select and use online applications. Visit teacher-selected websites. Examples Use interactive reading websites to practice reading skills. Use a variety interactive websites to practice subject specific skills. 23
GRADES 3 5 EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE 3 4 5 1.1.1 Generate ideas and create original works for personal and group expression using a variety digital tools. Organize ideas and design and produce multimedia projects. Basic Level Brainstorm writing topics using a computer or document camera and projector. R,W, M, Sc, SS Use presentation stware to identify and show the unique geographic regions Washington State. Sc, SS Use presentation stware to give examples the importance the Bill Rights in today s world. SS 21st Century Environment Create a digital diagram how volcanoes erupt. Sc Select exemplary work to store in an electronic portfolio. R, W, M, Sc, SS Use presentation stware to present original stories about classroom topics. R,W, M, Sc, SS Create a digital vocabulary list new words for subject areas. R, W, M, Sc, SS Store and present electronic portfolios exemplary work. R, W, M Use a table to analyze, organize and compare information. R,W, M, Sc, SS Use social bookmarking websites for a project on a shared writing topic dealing with the causes the Revolutionary War. SS Store and present electronic portfolios exemplary work. R, W, M Label an image to show parts the water cycle. Sc Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 24
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.1 Innovate Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. GLE 3 4 5 1.1.2 Use models and simulations to explore systems, identify trends and forecast possibilities. Practice skills, explore new concepts and recognize patterns using interactive resources and educational games. Collect and graph data to predict outcomes and interpret patterns. Basic Level Create a class graph showing weather and temperature data over one week. M, Sc Identify trends by using an online coin flipping site. M Use online simulations and activities to visualize fractions. M 21st Century Environment Identify trends using online weather and temperature data. Sc Create a spreadsheet to display and analyze data. M Use online resources to demonstrate transfer energy between systems. Sc Use online models and simulations to conceptualize area and perimeter. M Investigate earthquake locations around the world using online mapping tools. SS, Sc Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 25
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE 3 4 5 1.2.1 Communicate and collaborate to learn with others. Participate in online projects. Interact with others using email or other communication tools. Basic Level Compare the life cycle different plants using digital images. Sc Connect with pen pal using digital tools to share favorite hobbies. W Participate in collaborative projects with students from outside classroom. R, W, M, Sc, SS, C, H/F 21st Century Environment Create a multimedia project to share learning about a particular animal. R, W, Sc Record the list books read by class using a spreadsheet and post to classroom web page. R Communicate effectively using digital tools (e.g., construct a simple geometric design, write instructions for replication and share with others). R, W, M, C Share and comment, using digital tools, on student science projects. Sc Solve a mathematics problem and post online for feedback or comments. M Debate issues on water quality using shared documents. R, W Share book reviews and make book recommendations on a classroom wiki, blog or web page. R, W Connect to other students to reflect on and share poems using a blog. W Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 26
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.2 Collaborate Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning others. GLE 3 4 5 1.2.2 Develop cultural understanding and global awareness by engaging with learners many cultures. Learn about many cultures through digital images and stories from around the world and share relevant information. Participate as a class in global online projects that include a wide variety perspectives. Basic Level Explore a variety teacher-selected websites cultural events, listen to music from many cultures and experience an online virtual tour. SS, A Compare characteristics native people from several regions Washington State using selected websites. Sc, SS Collect images from the Internet and take digital pictures objects to create a collection art from various countries. SS, A 21st Century Environment Articulate uniquenesses and commonalities between cultures in your community using a graphic organizer in pairs or small groups. R, W, SS Participate in an online class project with other classrooms. R, W Use online interactive tools to engage with students from other cultures. R, W, M, Sc, SS Learn about another country by participating in a videoconference with students from that country. R, W, M, Sc, SS Identify and investigate a global issue and generate possible solutions by sharing ideas with students from another school. R, W, M, Sc, SS Compare Veterans Day and Remembrance Day with students from Canada and Australia. W, SS, C Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 27
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 3 4 5 1.3.1 Identify and define authentic problems and significant questions for investigation and plan strategies to guide inquiry. Build background knowledge and generate questions by viewing multimedia. Use digital tools to help plan projects. Basic Level Generate questions individually after viewing a video or DVD. R, W, M, Sc, SS Record summer activities in a digital template. W, SS Develop research questions using a digital template. R, W, M, Sc, SS 21st Century Environment Use selected websites to find out more about a problem or topic for research. R, W, M, Sc, SS Record ideas and questions about a topic using digital tools. R, W, M, Sc, SS Use online mapping stware to hypothesize the reasons different summer activities occur in various geographic regions. SS Identify key words and questions using digital search tools. R, W, M, Sc, SS Build background knowledge about a problem using selected websites. R, W, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 28
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 3 4 5 1.3.2 Locate and organize information from a variety sources and media. Gather information using selected digital resources. Organize information using digital tools. Record sources used in research. Basic Level Locate information using teacher-selected websites to answer a question. R, W, Sc, SS Question information to determine fact vs. fiction on a web page. R, W, Sc, SS Locate useful information to copy and paste into an organized list. R, W 21st Century Environment Identify which online resources provided answers to questions. R, W, Sc, SS Copy key words from digital sources into a table or document. R, W, M, Sc, SS Tag and share bookmarked sites. R, W, Sc, SS Select and bookmark websites that will answer questions or find information. R, W, Sc, SS Work with others to complete a task using online resources selected by the teacher. R, W, Sc, SS Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 29
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 3 4 5 1.3.3 Analyze, synthesize and ethically use information to develop a solution, make informed decisions and report results. Identify, evaluate and select information for decision making. Create and present solutions using multimedia stware. Begin to recognize potential bias in websites. Understand the basic ideas involved in copyrighted materials. Cite all sources. Basic Level Collect and use digital images to show the unique features that help an animal survive. Sc Use concept mapping stware to label important parts the electrical circuits or other systems. Sc 21st Century Environment Use presentation stware to show the causes conflict leading to the Revolutionary War. SS Highlight or hyperlink important words that show the three unique features an animal that helps it survive in its environment. Sc Use concept mapping stware to identify and select information to help make decisions. R, W, M, Sc, SS, C, H/F Share research about a specific animal using presentation stware and publish on a class website. Sc Create an illustrated online timeline to demonstrate the causes conflict leading to the Civil War. SS Use classroom blogs to evaluate and determine which early American explorer had the most impact on the growth the United States. R, W Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 30
EALR 1 INTEGRATION Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. Component 1.3 Investigate and Think Critically Research, manage and evaluate information and solve problems using digital tools and resources. GLE 3 4 5 1.3.4 Use multiple processes and diverse perspectives to explore alternative solutions. Compare results to evaluate the best solution. Explore and integrate alternative concepts and feedback from multiple audiences. Compare different ways to solve problems. Basic Level Share solutions to mathematics problems using a document camera. M Use stware to evaluate social and economic data to forecast trends. SS Analyze survey data using a spreadsheet to support a change in local or state laws. M, SS 21st Century Environment Share solutions to mathematics problems on a classroom blog. M Present solutions to a panel using digital tools to determine best solution. R, W, M, Sc, SS, C Collect blog comments from other classrooms on which book should be the top children s book the year. R, W Possible content area connections: R = Reading, W = Writing, M = Mathematics, Sc = Science, SS = Social Studies, C = Communication, A = The Arts, H/F = Health and Fitness, CTE = Career and Technical Education, WL = World Languages 31
EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE 3 4 5 2.1.1 Practice personal safety. Practice the safe, responsible sharing information online. Keep passwords private. Recognize potential online dangers. Use a secure password to protect the privacy information. Know not to click on pop-ups or advertisements. Participate in class discussions about online safety. Understand why not to click on pop-ups or advertisements. Create and use an anonymous online name. Demonstrate knowledge when to share personal information. Explain why not to click on pop-ups or advertisements. 32
EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.1 Practice Safety Demonstrate safe, legal and ethical behavior in the use information and technology. GLE 3 4 5 2.1.2 Practice ethical and respectful behavior. Comply with district Acceptable Use Policy (AUP). Demonstrate respect for the digital work others. Demonstrate respect for opinions others posted online. Recognize and report cyberbullying. Identify the differences between ethical and unethical behavior. Describe appropriate and inappropriate use the creative digital work others. Identify the consequences unethical uses technology. Comply with copyright law when copying and pasting from websites. Describe the impact unethical and illegal use technology on individuals and society. Cite all sources properly. 33
EALR 2 DIGITAL CITIZENSHIP Students demonstrate a clear understanding technology systems and operations and practice safe, legal and ethical behavior. Component 2.2 Operate Systems Understand technology systems and use hardware and networks to support learning. GLE 3 4 5 2.2.1 Develop skills to use technology effectively. Use correct vocabulary to describe digital technologies. Meet keyboarding priciency standards for grade level. Manage files effectively. Use age appropriate keyboarding programs to increase speed and accuracy. Demonstrate correct posture consistently. Use basic file commands (e.g., Open, Save, Print and Save As). Use age appropriate keyboarding programs to increase speed and accuracy. Use shortcut keys to increase speed. Save or back up information to appropriate location (e.g., local, network or external drives). Organize and manage files and folders between school, home and online. Demonstrate the correct use all letters, numbers, punctuation keys, shift, enter, symbol and command keys using proper techniques. Save or backup information to appropriate location (e.g., local, network or external drives). Organize and manage files and folders between school, home and online. 34